Rare and contemporary dance as cultural mediators within a b-learning mode: the fuzzy logic perspective
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Jul 30, 2018
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Abstract
The concept of cultural mediation via undergraduate courses in rare and contemporary dance within a blended learning (b-learning) mode is approached here through a fuzzy logic (FL)-based.modelling perspective. Students’ online interaction on the Moodle Learning Management System (LMS).during such b-learning courses was logged over an entire academic year, and the resulting data were.analysed using FL, in order to estimate users’ LMS Quality of Interaction (QoI). Using documental.analysis, the pedagogical design strategies per semester were transformed into concept maps and related.with the dynamically (per week) estimated QoIs. The latter were used by the teachers at the end of the.first semester to reflect upon and update their pedagogical planning, so as to enhance QoI in the second.semester. The results show the beneficial role of QoI in supporting more dynamic design of educational.scenarios, yet considering the inherent tendencies/attitudes of users’ interaction within different cultural.expressions.
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References
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Biehl, B. (2017). Dance and Organization: Integrating Dance Theory and Methods into the Study of Management. Oxon, UK: Taylor & Francis.
Birringer, J. (2002). Digital performance: Dance and media technologies. Performing Art Journal, 24(1), 84-93.
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Caldwell, L. A., & Milling-Robbins, S. (2007). Teaching dance in an online setting. Journal of Dance Education, 7(1), 25-29. doi: 10.1080/15290824.2007.10387329
Colombi, E., & Knosp, S. (2017). Teaching Dance with Online Course Management Systems. Journal of Dance Education, 17(2), 73-76. doi:10.1080/15290824.2016.1228108
Damianakis, A., Tsadima, E., & Tsatsos, D. (2009). OpenDance: A program for learning traditional dances with the use of distance education learning tools. In P. Politis (Ed.), Proceedings of the 1st Educational Congress “Incorporation and use of ICT in the educational process”, Volos, Greece (in Greek).
Dania, A., Tyrovola, V., Koutsouba, M., & Hatziharistos, D. (2012). Labankido©: The Evaluation of a Multimedia Tool Designed for the Teaching of Basic Skills and Concepts in Dance Education. International Journal of Sport & Society, 3(3), 137-148.
Dania, A., Κoutsouba, M., & Tyrovola, V. (2015). The ability of using symbols and its contribution to dance learning: The Laban notation system. Choros International Dance Journal, 4, 37-49.
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47. doi:10.1177/0022487109348024
Davenport, D. (2017). Dance is Academic. Journal of Dance Education, 17(1), 34-36. doi:10.1080/15290824.2016.1177642
Desmond, J. (1997). Meaning in motion: New cultural studies of dance. Durham, NC: Duke University Press.
Dias, S. B., & Diniz, J. A. (2013). FuzzyQoI Model: A fuzzy logic-based modelling of users' quality of interaction with a learning management system under blended learning. Computers & Education, 69, 38-59. doi:10.1016/j.compedu.2013.06.016
Dias, S. B., Diniz, J. A., & Hadjileontiadis, L. J. (2014). On Enhancing Blended-Learning Scenarios through Fuzzy Logic-Based Modeling of Users’ LMS Quality of Interaction: The Rare & Contemporary Dance Paradigms. In S. Battiato (Ed.), Proceedings of the 9th International Joint Conference on Computer Vision, Imaging and Computer Graphic (Visigrapp/Iamich 2014) Vol. 2 (pp. 765-772). Lisbon, PT: Science and Technology Publications (Scitepress). doi: 10.5220/0004861507650772
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Doughty, S., & Stevens, J. (2002). Seeing Myself Dance: Video and Reflective Learning in Dance Technique. Paper presented at the ‘Finding the Balance’ conference on Dance in FE and HE in the 21st Century. Liverpool, UK: John Moore’s University.
Doughty, S., Francksen, K., Huxley, M. & Leach, M. (2008). Technological Enhancements in the Teaching and Learning of Reflective and Creative Practice in Dance. Research in Dance Education, 9(2), 129-146. doi:10.1080/14647890802088041
Gardner, H. (2006). Multiple intelligences: New horizons. (completely revised and updated). New York, NY: Basic Books.
Goulimaris, D. (2015). The relation between distance education students’ motivation and satisfaction. Turkish Online Journal of Distance Education, 16(2), 13-27. doi:10.17718/tojde.50678
Grant, M. R., & Thornton, H. R. (2007). Best Practices in undergraduate adult-centered online learning: mechanisms for course design and delivery. Journal of Online Learning and Teaching, 3(4), 346-356.
Gratsiouni, D., Koutsouba, M., Venetsanou, F., & Tyrovola, V. (2016). Learning and Digital Environment of Dance–The Case of Greek Traditional Dance in YouTube. European Journal of Open, Distance and E-learning, 19(2), 80-95.
Hijón, R. N. & Velázquez, A. I. (2010). From the discovery of students access patterns in e-learning including Web 2.0 resources to the prediction and enhancement of students outcome, e-learning experiences and future. In S. Soomro (Ed.). E-learning Experiences and Future, InTech (chapter 14, pp. 276-294). doi:10.5772/8802
Huddy, A. (2017). Digital technology in the tertiary dance technique studio: expanding student engagement through collaborative and co-creative experiences. Research in Dance Education, 18(2), 174-189. doi:10.1080/14647893.2017.1330327
Kavakli, E., Bakogianni, S., Damianakis, A., Loumou, M., & Tsatsos, D. (2004). Traditional dance and e-learning: The WEBDANCE learning environment. In International Conference on Theory and Applications of Mathematics and Informatics (ICTAMI 2004) (pp.272-281). Thessaloniki, GR.
Lampert, M. (2010). Learning Teaching in, from, and for Practice: What Do We Mean? Journal of Teacher Education, 61(1-2), 21-34. doi:10.1177/0022487109347321
Leijen, Ä., Lam, I. & Simons, P. R. J. (2008). Pedagogical Practices of Reflection in tertiary Dance Education. European Physical Education Review, 4(2), 223-241. doi:10.1177/1356336X08090707
Leijen, Ä., Admiraal, W., Wildschut, L., & Robert‐Jan Simons, P. (2008a). Students’ perspectives on e‐learning and the use of a virtual learning environment in Dance education. Research in Dance Education, 9(2), 147-162. doi:10.1080/14647890802087951
Leijen, Ä., Admiraal, W., Lam, I., Wildschut, L., & Simons, P. R. J. (2008b). A Pedagogy before Technology: What should and ICT Intervention Facilitate in Practical Dance Classes? Teaching in Higher Education, 13(2), 219-321. doi:10.1080/13562510801923351
Leijen, Ä., Lam, I., Wildschut, L. & Simon, P. R. J. (2009). Difficulties Teachers Report about Students’ Reflection: Lessons Learned from Dance Education. Teaching in Higher Education, 14(3), 315-326. doi:10.1080/13562510902898882
Leijen, Ä., Lam, I., Wildschut, L., Simons, P. R. J., & Admiraal, W. (2009a). Streaming Video to Enhance Students’ Reflection in Dance Education. Computers & Education, 52, 169-176. doi:10.1016/j.compedu.2008.07.010
Leo, L. (2007). Corposcopio: An interactive installation performance in the intersection of ritual, dance and new technologies. Technoetic Arts, 5(2), 113-117. doi:10.1386/tear.5.2.113_1
Lepczyk, B. (2009). Technology Facilitates Teaching and Learning in Creative Dance. Journal of Physical Education, Recreation & Dance, 80, 4-8. doi:10.1080/07303084.2009.10598330
Levy, Y. A., & Weld, S. D. (2000). Intelligent Internet Systems. Artificial Intelligence, 118, 1-14. doi:10.1016/S0004-3702(00)00013-8
Morris, G. (2012). Problems with Ballet: Steps, Style and Training. Research in Dance Education, 4(1), 17-30.
Novak, J. D., & Gowin, D. B. (1996). Learning How to Learn. Cambridge University Press. New York.
Olimpo, G., Bottino, R. M., Earp, J., Ott, M., Pozzi, F., & Tavella, M. (2010). Pedagogical Plans as communication oriented objects. Computers & Education, 55(2), 476-488. doi:10.1016/j.compedu.2010.02.011
Ping, T. A., Cheng, A. Y., & Manoharan, K. (2010). Students’ interaction in the online learning management systems: A comparative study of undergraduate and postgraduate courses. In Proceedings of the AAOU-2010 Annual Conference (pp. 1-14). doi:10.1108/AAOUJ-06-01-2011-B007
Popat, S., & Smith-Autard, J. (2002). Dance-making on the internet: can on-line choreographic projects foster creativity in the user-participant? Leonardo, 35(1), 31-36. doi:10.1162/002409402753689281
Pozzi, F., Ceregini, A. Dagnino, F., Ott, M. & Tavella M. (2016). Closing the "learning design lifecycle" with the Pedagogical Planner. European Journal of Open and Distance Learning, 103-116.
Risner, D., & Anderson, J. (2008). Digital Dance Literacy: An Integrated Dance Technology Curriculum Pilot Project. Research in Dance Education, 9(2), 111-126. doi:10.1080/14647890802087787
Tsoukalas, H. L., & Uhrig R. E. (1996). Fuzzy and Neural Approaches in Engineering. New York, NY: Wiley & Sons.
Wall, J. (2012). Strategically integrating blended learning to deliver lifelong learning. In J. L. Moore (Ed.) International Perspectives of Distance Learning in Higher Education (pp 133-148). Rijeka, HR: InTech. doi: 10.5772/34686
Zadeh, A. L. (1965). Fuzzy sets. Information and Control, 8, 338-353. doi:10.1016/S0019-9958(65)90241-X
Zeichner, K. (2006). Reflections of a University-based Teacher Educator on the Future of College- and University-based Teacher Education. Journal of Teacher Education, 57(3), 326-340. doi:10.1177/0022487105285893
Antoniou, P., Apostolakis, N., Anastasiades, P., & Karipidis, A. (2009). Teaching physical education issues in the compulsory education using digital learning environments. In A. Méndez-Vilas, A. Solano Martín, J.A. Mesa González & J. Mesa González (Eds.), Research, Reflections and Innovations in Integrating ICT in Education (pp. 819-824). Badajoz, SP: Formatex.
Bannerman, C. (2009). Viewing a/New: The Landscape of Dance in 2009. Research in Dance Education, 10(3), 231-240. doi:10.1080/14647890903347114
Bannon, F. (2010). Dance: The possibilities of a discipline. Research in Dance Education, 11(1), 49-59. doi:10.1080/14647890903568313
Biehl, B. (2017). Dance and Organization: Integrating Dance Theory and Methods into the Study of Management. Oxon, UK: Taylor & Francis.
Birringer, J. (2002). Digital performance: Dance and media technologies. Performing Art Journal, 24(1), 84-93.
Buck, R. (2006). Teaching Dance in the Curriculum. In D. Kirk, D. Macdonald, and M. O’Sullivan (Eds.), Handbook of Research in Physical Education (pp. 703-719). London, UK: Sage. doi:10.4135/9781848608009.n39
Caldwell, L. A., & Milling-Robbins, S. (2007). Teaching dance in an online setting. Journal of Dance Education, 7(1), 25-29. doi: 10.1080/15290824.2007.10387329
Colombi, E., & Knosp, S. (2017). Teaching Dance with Online Course Management Systems. Journal of Dance Education, 17(2), 73-76. doi:10.1080/15290824.2016.1228108
Damianakis, A., Tsadima, E., & Tsatsos, D. (2009). OpenDance: A program for learning traditional dances with the use of distance education learning tools. In P. Politis (Ed.), Proceedings of the 1st Educational Congress “Incorporation and use of ICT in the educational process”, Volos, Greece (in Greek).
Dania, A., Tyrovola, V., Koutsouba, M., & Hatziharistos, D. (2012). Labankido©: The Evaluation of a Multimedia Tool Designed for the Teaching of Basic Skills and Concepts in Dance Education. International Journal of Sport & Society, 3(3), 137-148.
Dania, A., Κoutsouba, M., & Tyrovola, V. (2015). The ability of using symbols and its contribution to dance learning: The Laban notation system. Choros International Dance Journal, 4, 37-49.
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47. doi:10.1177/0022487109348024
Davenport, D. (2017). Dance is Academic. Journal of Dance Education, 17(1), 34-36. doi:10.1080/15290824.2016.1177642
Desmond, J. (1997). Meaning in motion: New cultural studies of dance. Durham, NC: Duke University Press.
Dias, S. B., & Diniz, J. A. (2013). FuzzyQoI Model: A fuzzy logic-based modelling of users' quality of interaction with a learning management system under blended learning. Computers & Education, 69, 38-59. doi:10.1016/j.compedu.2013.06.016
Dias, S. B., Diniz, J. A., & Hadjileontiadis, L. J. (2014). On Enhancing Blended-Learning Scenarios through Fuzzy Logic-Based Modeling of Users’ LMS Quality of Interaction: The Rare & Contemporary Dance Paradigms. In S. Battiato (Ed.), Proceedings of the 9th International Joint Conference on Computer Vision, Imaging and Computer Graphic (Visigrapp/Iamich 2014) Vol. 2 (pp. 765-772). Lisbon, PT: Science and Technology Publications (Scitepress). doi: 10.5220/0004861507650772
Dias, S. B., Diniz, J. A., & Hadjileontiadis, L. J. (2014a). Towards an Intelligent Learning Management System under Blended Learning: Trends, Profiles and Modelling Perspectives. Berlin/Heidelberg, DE: Springer-Verlag. doi:10.1007/978-3-319-02078-5
Doughty, S., & Stevens, J. (2002). Seeing Myself Dance: Video and Reflective Learning in Dance Technique. Paper presented at the ‘Finding the Balance’ conference on Dance in FE and HE in the 21st Century. Liverpool, UK: John Moore’s University.
Doughty, S., Francksen, K., Huxley, M. & Leach, M. (2008). Technological Enhancements in the Teaching and Learning of Reflective and Creative Practice in Dance. Research in Dance Education, 9(2), 129-146. doi:10.1080/14647890802088041
Gardner, H. (2006). Multiple intelligences: New horizons. (completely revised and updated). New York, NY: Basic Books.
Goulimaris, D. (2015). The relation between distance education students’ motivation and satisfaction. Turkish Online Journal of Distance Education, 16(2), 13-27. doi:10.17718/tojde.50678
Grant, M. R., & Thornton, H. R. (2007). Best Practices in undergraduate adult-centered online learning: mechanisms for course design and delivery. Journal of Online Learning and Teaching, 3(4), 346-356.
Gratsiouni, D., Koutsouba, M., Venetsanou, F., & Tyrovola, V. (2016). Learning and Digital Environment of Dance–The Case of Greek Traditional Dance in YouTube. European Journal of Open, Distance and E-learning, 19(2), 80-95.
Hijón, R. N. & Velázquez, A. I. (2010). From the discovery of students access patterns in e-learning including Web 2.0 resources to the prediction and enhancement of students outcome, e-learning experiences and future. In S. Soomro (Ed.). E-learning Experiences and Future, InTech (chapter 14, pp. 276-294). doi:10.5772/8802
Huddy, A. (2017). Digital technology in the tertiary dance technique studio: expanding student engagement through collaborative and co-creative experiences. Research in Dance Education, 18(2), 174-189. doi:10.1080/14647893.2017.1330327
Kavakli, E., Bakogianni, S., Damianakis, A., Loumou, M., & Tsatsos, D. (2004). Traditional dance and e-learning: The WEBDANCE learning environment. In International Conference on Theory and Applications of Mathematics and Informatics (ICTAMI 2004) (pp.272-281). Thessaloniki, GR.
Lampert, M. (2010). Learning Teaching in, from, and for Practice: What Do We Mean? Journal of Teacher Education, 61(1-2), 21-34. doi:10.1177/0022487109347321
Leijen, Ä., Lam, I. & Simons, P. R. J. (2008). Pedagogical Practices of Reflection in tertiary Dance Education. European Physical Education Review, 4(2), 223-241. doi:10.1177/1356336X08090707
Leijen, Ä., Admiraal, W., Wildschut, L., & Robert‐Jan Simons, P. (2008a). Students’ perspectives on e‐learning and the use of a virtual learning environment in Dance education. Research in Dance Education, 9(2), 147-162. doi:10.1080/14647890802087951
Leijen, Ä., Admiraal, W., Lam, I., Wildschut, L., & Simons, P. R. J. (2008b). A Pedagogy before Technology: What should and ICT Intervention Facilitate in Practical Dance Classes? Teaching in Higher Education, 13(2), 219-321. doi:10.1080/13562510801923351
Leijen, Ä., Lam, I., Wildschut, L. & Simon, P. R. J. (2009). Difficulties Teachers Report about Students’ Reflection: Lessons Learned from Dance Education. Teaching in Higher Education, 14(3), 315-326. doi:10.1080/13562510902898882
Leijen, Ä., Lam, I., Wildschut, L., Simons, P. R. J., & Admiraal, W. (2009a). Streaming Video to Enhance Students’ Reflection in Dance Education. Computers & Education, 52, 169-176. doi:10.1016/j.compedu.2008.07.010
Leo, L. (2007). Corposcopio: An interactive installation performance in the intersection of ritual, dance and new technologies. Technoetic Arts, 5(2), 113-117. doi:10.1386/tear.5.2.113_1
Lepczyk, B. (2009). Technology Facilitates Teaching and Learning in Creative Dance. Journal of Physical Education, Recreation & Dance, 80, 4-8. doi:10.1080/07303084.2009.10598330
Levy, Y. A., & Weld, S. D. (2000). Intelligent Internet Systems. Artificial Intelligence, 118, 1-14. doi:10.1016/S0004-3702(00)00013-8
Morris, G. (2012). Problems with Ballet: Steps, Style and Training. Research in Dance Education, 4(1), 17-30.
Novak, J. D., & Gowin, D. B. (1996). Learning How to Learn. Cambridge University Press. New York.
Olimpo, G., Bottino, R. M., Earp, J., Ott, M., Pozzi, F., & Tavella, M. (2010). Pedagogical Plans as communication oriented objects. Computers & Education, 55(2), 476-488. doi:10.1016/j.compedu.2010.02.011
Ping, T. A., Cheng, A. Y., & Manoharan, K. (2010). Students’ interaction in the online learning management systems: A comparative study of undergraduate and postgraduate courses. In Proceedings of the AAOU-2010 Annual Conference (pp. 1-14). doi:10.1108/AAOUJ-06-01-2011-B007
Popat, S., & Smith-Autard, J. (2002). Dance-making on the internet: can on-line choreographic projects foster creativity in the user-participant? Leonardo, 35(1), 31-36. doi:10.1162/002409402753689281
Pozzi, F., Ceregini, A. Dagnino, F., Ott, M. & Tavella M. (2016). Closing the "learning design lifecycle" with the Pedagogical Planner. European Journal of Open and Distance Learning, 103-116.
Risner, D., & Anderson, J. (2008). Digital Dance Literacy: An Integrated Dance Technology Curriculum Pilot Project. Research in Dance Education, 9(2), 111-126. doi:10.1080/14647890802087787
Tsoukalas, H. L., & Uhrig R. E. (1996). Fuzzy and Neural Approaches in Engineering. New York, NY: Wiley & Sons.
Wall, J. (2012). Strategically integrating blended learning to deliver lifelong learning. In J. L. Moore (Ed.) International Perspectives of Distance Learning in Higher Education (pp 133-148). Rijeka, HR: InTech. doi: 10.5772/34686
Zadeh, A. L. (1965). Fuzzy sets. Information and Control, 8, 338-353. doi:10.1016/S0019-9958(65)90241-X
Zeichner, K. (2006). Reflections of a University-based Teacher Educator on the Future of College- and University-based Teacher Education. Journal of Teacher Education, 57(3), 326-340. doi:10.1177/0022487105285893